PHILIPTHOMAS6847 Lockwood Blvd Apt 204, Youngstown, OH, 44512

724.674.3190 | pthoma26@kent.edu | mrthomasarted.com

TABLEOFCONTENTS

ELEMENTARY - COLLAGE

RESUME

MIDDLESCHOOL - ADAPTIVE ART/CLAY

MIDDLESCHOOL - PRINTMAKING

HIGHSCHOOL - ACCORDION BOOK

PORTFOLIO

TEACHINGPHILOSOPHY

WHYTEACHART?

PHILIPTHOMAS6847 Lockwood Blvd Apt 204, Youngstown, OH, 44512

724.674.3190 | pthoma26@kent.edu | mrthomasarted.com

EDUCATION

Kent State University (2017-2019) Masters of Art in Teaching: Art Education, K-12May 2019

Edinboro University (2010-2015)

Bachelor of Fine Arts: Applied Media ArtsConcentration: Graphic Design

Bachelor of Arts: Theater Arts

LICENSURE

Multi-Age Visual Arts License, PreK-12: State of Ohio Department of Education(July 2019—June 2023)

Short Term General Education Substitute License: State of Ohio Department of Education(September 2017—June 2019)

OBJECTIVE

Seeking a K-12 visual arts teaching position to provide digital design and traditional art making techniques to students of varying abilities.

TEACHING EXPERIENCE

Cleveland Central Catholic High SchoolMarch 13, 2019—June 9, 2019

Mentored and guided high school students in an urban school to complete the 2018-2019 academic year. Advised Art III, Art I, Intro to Art, Intro to Design, Intro to Digital Photography, and Ceramics II students in various learning objectives. Differentiated to students of various learning requirements.

Howland High SchoolStudent Teaching, Spring 2019

Taught basic art, design and illustration, and AP art history courses guiding students through thematic and skill-based lesson plans. Stimulated student learning in critical inquiry activities and technology-based review games. Implemented design-thinking strategies and simulated a design firm work environment in the design and illustration class.

Howland Glen ElementaryStudent Teaching, Spring 2019

Implemented skill-based and thematic lesson plans for kindergarten and second-grade students. Adapted lesson plans and differentiated instruction for inclusion and gifted classes who present various learning requirements.

Portage-Geauga County Juvenile Detention CenterFall 2018

Prepared and co-taught social issue-based lesson plans focused on multicultural education.

Akron Public Schools—Miller SouthFall 2018

Co-designed and taught an integrative Language Arts lesson with a 6th-grade English teacher with a focus on personal metaphor and symbolism.

Summit County Juvenile Detention CenterSummer 2018

Developed six integrated lesson plans with a co-teacher with a focus on the city of Akron.

Stanton Middle SchoolSpring 2018

Adapted and taught theme-based lessons to a class of five students with exceptionalities. Differentiated instruction for non-verbal students and students with autism.

Long Term Substitute

Student Teaching

Field Experience

RELATED EXPERIENCEStylist: American Eagle (November 2017 - Present)

Developed interpersonal and communication skills by engaging with customers while working in an ever-changing retail environment.

Graphic Designer: Digital Relativity (December 2015 - August 2017)

Worked on a team to develop graphics for print and digital media outlets, illustrations, and marketing materials while maintaining unique brand standards.

Production Manager: Footlights Summer Theater (March 2013 - August 2014)

Assisted the lead team of directors in the safety and care of 120 K-12 students. Designed sets, built props, and designed lighting for the final performance.

LEADERSHIP & MEMBERSHIPS

National Art Education Association Student ChapterWeb Master

Promoted the student chapter’s activities and campus presence on social media. Initiated Fine Art Fridays on Facebook, designed a poster for the Spring 2018 Full Department Meeting, and collaborated in planning the annual Dual Identities student/alumni show.

National Art Education Association (NAEA)Active Member

Ohio Art Education Association (OAEA)Active Member

SKILLS

Fine Art SkillsGraphic Design, Digital Photography, Painting, Ceramics, Drawing, Glassblowing, Printmaking, Set Design, Lighting Design, Handlettering, Typography, Web Design, Print Design

Technical SkillsAdobe Photoshop, Illustrator, InDesign, Dreamweaver, Microsoft Office, G-Suite, HTML/CSS, Google Classroom, Nearpod, Kahoot

PROFESSIONAL DEVELOPMENT

Google Classroom, Google Drive, Google Sheets, Nearpod, (February 2019)PAX Good Behavior Game Training with Denise Holloway (March 2019)ArtEd Now Online Summer Conference (July 2019)

Stow Glen Retirement Village(Fall 2017)

Assisted other art education majors in leading an art enrichment activity for adults with exceptionalities.

PowerCorps(Spring 2018)

Assisted other art education majors in leading an art enrichment activity for adults with exceptionalities.

TEACHING EXPERIENCE (continued)

Field Experience

Volunteer Experience

KSU Art EnrichmentSpring 2018

Developed 1.5 hour, thematic lesson plans for second-grade students for an after school art enrichment program. Guided students through painting and collage media lessons and prepared artwork for display.

Substitute Teacher: Mahoning County & Trumbull County (October 2017 - Present)

Maintain established classroom management plans, followed lesson plans left by the teacher, provide written feedback to the classroom teacher, and kept students safe and engaged.

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LESSONPLANS

ELEMENTARY: WHAT MAKES US SPECIAL, SECOND GRADE

Central Focus: Second-grade student will learn about “What makes us special” by investigating the artwork, I’ll Be Your Friend, I’ll Be Your Love, I’ll Be Everything You Need by James Gobel (2009). Students will develop two, two-sided trading cards incorporating contemporary colors and symbols representing one strength and one weakness with one to two sentences identifying that strength or weakness.

Knowledge of Students: Students in these second-grade classes are in the symbol-making stage of artistic development. The children can make “a connection between image and idea,” (p. 46), and draw what they know instead of what they see (Day & Hurwitz, 2012). Students also need to develop their scissors skills. At the stage, students are able to add new symbols to their visual vocabulary (Clements & Wachowiak, 2010). They are also beginning to spend time attending to solving spacial issues, therefore can work on compositions (Kerlavge, 1998).

Integrative Aspects: This lesson requires students to write a description of their strength and weakness, therefore integrating English Language Arts.

Academic Language: Complimentary Colors - colors opposite on the color wheelOverlap/Layering - putting things on top of each otherCollage - using pieces of materials to create an artworkComposition - arrangement of visuals in an artworkStrength - something you are good atWeakness - something you want to be better atShape - square, circle, oval, triangle Symbol - an image that takes the place of words

Lesson Objectives:Critical Inquiry: 1PE Notice and point out details and respond to expressive features in artwork. Students will investigate James Gobel’s I’ll Be Your Friend, I’ll Be Your Love, I’ll Be Everything You Need (2009) to uncover the big idea of what makes us special, makes us strong. Art History: 3PE Compare the form, materials, and techniques in selected works of art using descriptive language. Students will identify the details of James Gobel’s I’ll Be Your Friend, I’ll Be Your Love, I’ll Be Everything You Need (2009) as a mix media 2D work of strengths and weaknesses. Aesthetic Inquiry: 4RE Share their personal interpretations of the meanings conveyed in various works of art. Students will use mimetic methods to share strengths and weaknesses through symbols. Studio (media): 6PR Use visual art materials to express an idea that reflects their own social or cultural identity. Students will create two trading cards using painted paper collage and construction paper crayons to draw symbols. Studio (elements and principles): 1PR Demonstrate increasing skill and craft in the use of art tools and materials with attention to their diverse qualities. Students will create two artist trading cards using complementary colors and shape.

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2018 - WARM AND COOL COLORS

2019 - COMPLEMENTARY COLLAGES

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strengths

weaknesses

what are you good at?

what do you want to be better at?

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Co

mpl

emen

tary

Co

nes

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Dear Parent or Guardian:

I wanted to take a moment to introduce myself. My name is Philip Thomas and I am a Master’s student from Kent State University studying Art Education. I began my student teaching experience at Howland High School in January and will be at Howland Glen Elementary School for the next four weeks. As part of my program, I will be your child’s student teacher under the supervision of Kelly Barnes. If you have any questions, please do not hesitate to email me at pthoma26@kent.edu. I am excited to have this opportunity to work with Mrs. Barnes and your child!

Sincerely,

Philip Thomaspthoma26@kent.edu

Dear Parent or Guardian:

I wanted to take a moment to introduce myself. My name is Philip Thomas and I am a Master’s student from Kent State University studying Art Education. I began my student teaching experience at Howland High School in January and will be at Howland Glen Elementary School for the next four weeks. As part of my program, I will be your child’s student teacher under the supervision of Kelly Barnes. If you have any questions, please do not hesitate to email me at pthoma26@kent.edu. I am excited to have this opportunity to work with Mrs. Barnes and your child!

Sincerely,

Philip Thomaspthoma26@kent.edu

Dear Parent or Guardian:

I wanted to take a moment to introduce myself. My name is Philip Thomas and I am a Master’s student from Kent State University studying Art Education. I began my student teaching experience at Howland High School in January and will be at Howland Glen Elementary School for the next four weeks. As part of my program, I will be your child’s student teacher under the supervision of Kelly Barnes. If you have any questions, please do not hesitate to email me at pthoma26@kent.edu. I am excited to have this opportunity to work with Mrs. Barnes and your child!

Sincerely,

Philip Thomaspthoma26@kent.edu

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LESSONPLANS

MIDDLE SCHOOL: LAYERS OF ME

Central focus: The focus of this lesson plan is discovering one’s inner strengths and weaknesses as layers that make up a whole identity. Through investigation of James Gobel’s I’ll Be Your Friend, I’ll Be Your Love, I’ll Be Everything You Need and Sonya Clark’s Madame C.J. Walker, students will discover layers of me by creating a pizza slice from clay with two strengths and weaknesses as “toppings.”

Knowledge of Students: The classroom has a diverse group of students with special needs. One student does not speak English, but he understands it to a degree as well as speaks some Spanish. This student, I was told, can also copy from models pretty well. Another student is nonverbal, deaf and has down syndrome, communicating with some American Sign Language and images. These students also have iPads to communicate with the teachers. The only female student in the room is in a wheelchair and is a student with cerebral palsy. In all instances, I will assist learning with visual print-outs of the artworks. Some of the assistive visuals will be adapted to interests of the students. All steps of the project will be completed before continuing to the next step (Clements & Wachowiak, 2010). I will also, where possible, include the Spanish words as well as spelling out words when needed in ASL. To get the attention of my students, I will be sure to be eye level with students so they can see and hear me, especially when demonstrating or giving directions (Gerber & Guay, 2006).The students in this class are in grades 6 through 8, placing them in the preadolescent stage of artistic development. This means students are still naturally inquisitive but more cautious. The topics of interest have turned to the world around them, such as television and video games. Children are also interested in painting and of color and design principles (Hurwitz & Day, 2012).

Academic Language:Slab - ¼ inch thick piece of flat clay Contrast - a great difference between two colors or values within the same pieceSculpture—an object of art with a front, a back, and sides; can be walked aroundSlip- “clay glue”; dried clay and water used to join two pieces of clayScore- roughing the surface of two pieces of clay to join them with slipStrength- something you are good atWeakness- something you are not good at Line- straight, wavy, curved line Value- the lightness or darkness of a color Pinch- squeezing clay between two fingers to shape itTo support students with varied language needs, I will use printed icons for the vocabulary to convey the meaning of each idea. I will hopefully include the Spanish words where possible and ASL for some words and phrases.

Lesson Objectives: Critical Inquiry 6-5PE Use observations, life experiences and imagination as sources for visual symbols, images and creative expression: Students will investigate I’ll Be Your Friend, I’ll Be Your Love, I’ll Be Everything You Need by James Gobel and Madame C.J. Walker by Sonya Clark to uncover the big idea of layers of me. Art History Inquiry 6-1PE Describe how art and design elements and principles are used in artworks to produce certain visual effects and create meaning: Students will identify I’ll Be Your Friend, I’ll Be Your Love, I’ll Be Everything You Need by James Gobel and Madame C.J. Walker by Sonya Clark as mixed media 2D works of strengths and weaknesses. Aesthetic Inquiry 6-1RE Explain what makes an object a work of art using a range of criteria: Students will analyze the formalist qualities in Sonya Clark’s Madame C.J. Walker. Studio Inquiry (media) 6-2PR Experiment with a variety of techniques and working methods when creating an original work of art: Students will create a piece of pizza topped with 1 strength and/or weakness using clay and painted. Studio Inquiry (Elements and Principles) 6-4PR Transform perceptions and processes into twoand three-dimensional artworks: Students will create two pizza toppings using line and shape.

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LESSONPLANS

MIDDLE SCHOOL: WHAT I WISH YOU KNEW, PRINTMAKING

Central Focus: The focus of this lesson plan is to symbolically identify 3 characteristics about ourselves that goes beyond the surface of who we are. Through investigation of Jaune Quick-to-See Smith’s The Swamp, students will uncover 3 characteristics about themselves by creating 3 styrofoam pattern prints.

Knowledge of Students: Students in this class will range from the artistic challenges (11-13) and artistic thinking (14-17) stages. Students within these parameters are increasing expressive qualities and experimentation of their work, focusing more on social issues and emotions. Aesthetically, students are beginning to look at works of art from the viewpoint of the artist (Kerlavage, 1998). Students at this age are in the pre-adolescent stage of artistic development. They are aware of their abilities and need to make enough progress from where they are at in said abilities to remain interested in the lesson. They should also be interested in design principles and the technical skills of art making (Hurwitz & Day, 2012). Students in the artistic thinking stage can begin to think abstractly (Kerlavage, 1998). Students are also receptive to the personal influences in art making (Hurwitz & Day, 2012). This lesson allows students to draw from their personal lives and abstractly represent it through an edition of prints.

Academic Language:Printmaking - art-making method that typically allows multiple prints of the same image to be printedReductive print - printmaking technique that removes part of the printing surface; will be colored in ink. Printing Plate - the surface that will be inked and pressed onto paper. Pattern - repeating line and/or shapesPigment - mixed with water or oil (in our case water) to give the ink a colorBrayer - similar to a paint roller, applies the ink to the printing plateBench hook - a metal piece that hangs off the table to keep from moving around. Contrast of color - the difference of the lightness or darkness of a color; what makes something stand outEdition - number of prints printed at the same time from the same plate

Lesson Objectives: Critical Inquiry: Students will analyze The Swamp by Jaune Quick-to-See Smith, Untitled (Not Stupid Enough) by Barbara Kruger and Make Me by Yong Soon Min to uncover the big idea of personal growth. HSB-1PEArt History: Students will explore the technique of reductive printmaking. HSB-3REAesthetic Inquiry: Students will analyze The Swamp by Jaune Quick-to-See Smith as an attempt to look within ourselves and identify our personal growth. HSB-4PEStudio Inquiry (media): Students will create three reductive prints from styrofoam plates and printmaking ink. HSB-1PRStudio Inquiry (elements/principles): Students will create 3 prints using pattern, contrast, and layering. HSB-2PR

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IN THIS ARTWORK THERE ARE....

C A N S E E

10 THINGS I 1.2.3.4.5.

6.7.8.9.10.

1.2.3.4.5.

5 th

ings i can touch

2 things

i c a n s m e ll

1.

2.

IN THIS ARTWORK THERE ARE....

C A N S E E

10 THINGS I 1.2.3.4.5.

6.7.8.9.10.

1.2.3.4.5.

5 th

ings i can touch

2 things

i c a n s m e ll

1.

2.

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LESSONPLANS

HIGH SCHOOL: WHAT I AM, INTERACTIVE ACCORDION BOOK

Central Focus: Students will focus on why we utilize humor to make meaning in our lives and to articulate one’s identity. To accomplish this, the students students will create 4 or more interactive drawings with personal objects that metaphorically relate to them in an accordion book and include a front and back cover to humorously express “about me”.

Knowledge of Students: The students in the design/illustration class have at minimum completed basic art and may be in other studio classes as well this year. Students in these grade levels are typically beyond the preadolescent stage of artistic development. The students are actively aware of their art products and are socially aware and sensitive to peer opinion (Day & Hurwitz, 2012). The students in these grade levels are able to think abstractly, allowing them to work around objects to create the interactive drawings (Kerlavage, 1998).

Academic Language:Accordion fold - bookbinding method; can fold one piece back and forth like making a fan or attach folded spreads with a tabSpread - two facing pagesPaste paper - decorated paper using a mixture of glue, water, and pigmentLine weight/width/quality - how thick or thin a line is; adds dimension to an illustrationInteractive drawing - a 2D drawing that uses a 3D object as part of the drawingInteractive - Communication or activity between an person and object/programMetaphor - relating 2 unlike things together to make a connectionVariety - diversity in art; use of different shapes, sizes, and/or colors as well as thickness

Lesson Objectives:Critical Inquiry: HSI-2PE- Describe sources visual artists use to generate ideas for artworks: Students will investigate the work of Christoph Niemann and Victor Nunes to uncover the big idea of humor as a way to build identity.Art History HSI-3RE - Expand the use of arts-specific vocabulary to define and describe techniques and materials used to create works of art: Students will explore the technique of accordion fold bookmaking.Aesthetic Inquiry HSI-5RE - Compare and contrast various theories of aesthetics and visual culture: Students will identify how artists use mimetic elements of humor found in life and in art to build identity. Studio Inquiry (media) HSI-4PR - Establish and apply appropriate levels of craftsmanship to complete artworks: Students will create an accordion book with at least two spreads using ink pens and found objects. Studio Inquiry (elements/principles) HSI-1PR - Demonstrate proficient technical skills and craftsmanship with various art media when creating images from observation, memory, or imagination: Students will create interactive and humorous drawings using variety and varying line weight.

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craftershiplineweight

humorvariety

LESSON 9 ASSESSMENTS

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PORTFOLIO

PAINTING: SUNDAY MORNING, 2018, ACRYLIC

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PORTFOLIO

ABSTRACT PASTE PAPER, 2019

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PORTFOLIO

SCULPTURE: #HERESWHY, INSTALLATION, 2018

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PORTFOLIO

DRAWING: SELF-PORTRAIT, 2019

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PORTFOLIO

DRAWING, STILL LIFE, 2017

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PORTFOLIO

DIGITAL ILLUSTRATION/POSTER DESIGN, HISTORIC FAYETTE THEATER, 2016

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TEACHINGPHILOSOPHY

I believe art and design fit naturally into the general education curriculum. Art and design can offer students a chance to develop problem-solving and critical thinking skills while actively searching for a variety of solutions to a problem with no one right answer. My role as an art educator is to act as a guide, helping students navigate their learning as opposed to dictating it.

Every child is unique, and every child is an artist and has the capacity to learn about art and design, and how to create. Students will be coming into the art room from diverse backgrounds. As their guide, I believe in adapting to the needs of my students while also keeping expectations high and achievable. Some students may come in at different levels of self-efficacy, others might not feel welcomed in the school for any number of reasons. I believe in creating a safe environment for all of my students to learn, explore, be heard, and feel welcomed and be successful.

Much like Eisner (2002), I believe the arts teach children to make art that communicates ideas and how to interpret images from visual culture. I believe studio skills teach students to ask the question “What if,” and gives students the opportunity to experiment with various techniques and provide an opportunity to fall forward. As much as the four disciplines are essential to make informed decisions, the design process gives students the opportunity to explore multiple avenues to a potential solution. I believe in a balanced curriculum structure that scaffolds the student’s prior knowledge, continually making connections between what we have learned together as well as what they have learned in their own lives, giving them an outlet to express themselves and cope. I believe that it is vital to show contemporary works of art as well as older works of art to build connections to art history and to show how artists build on concepts from other artists.

I believe global awareness integrates into the classroom. While some projects focus on a skill, other projects or aspects, as well as the art history integration, should display and be relevant to the climate of society and world issues to promote critical thinking on social issues. Experiencing and reflecting on art is important to develop empathy for others different from the self in the classroom, in the community, and around the world.

ReferenceEisner, E.W. (2002). The arts and the creation of mind. Harrisonburg, VA: R.R. Donnelley & Sons

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WHYTEACHART?

Art is a vehicle for communication. Art is, and always has been, a visual representation of the human experience and helps the creator tell our stories: who we are, what we believe, and our societal and cultural influences (Anderson & Milbrandt, 2005). Contemporary artists continue to tell these stories about racism, oppression, sexism, identity, and other social issues through their art (Anderson & Milbrandt, 2005; Day & Hurwitz, 2012). It is a bridge between the world we live in and to the culture and time of its creation (Clements & Wachowiak, 2010).

Art is self-expressive in its creation and construction of meaning. In a safe environment, art education offers students a place to express themselves and communicate ideas and thoughts before they have found the proper words. The reflective nature of art making gives students an opportunity to critically think and process the ever-growing visual culture they are exposed to and the rest of the world around them. This idea of “you get out of art what you bring to it” draws on personal experiences of the creation of art as well as the interpretation of art (Clements & Wachowiak, 2010).

Art promotes career and life readiness. Through skills taught in the art room, such as higher-order thinking skills and creative thinking, students who come through the art room will be able to think for themselves and have an enhanced acceptance of our fellow humans (Clements & Wachowiak, 2010). The social dimension of art builds interconnections between the community and the learners as well as among learners (Anderson & Milbrandt, 2005).

Art is interdisciplinary. It can integrate into each subject area. For example, language arts is through the writings of rationales and artists statements, and math and science can be integrated when talking about the ratios and chemistry of color mixing. Art adds hands-on excitement and richness to a classroom while at the same time reaching students who may not have grasped the concept initially (Clements & Wachowiak, 2010).

ReferencesAnderson, T. & Milbrandt, M.K. (2005). Art for life: Authentic instruction in art. New York: McGraw Hill

Clements, R.D. & Wachowiak, F. (2010). Emphasis art: A qualitative art program for elementary and middle schools. Boston, MA: Pearson Education, Inc.

Day, M. & Hurwitz, A. (2012). Children and their art: Art education for elementary and middle schools. Boston, MA: Cenage Learning.